Sexism in textbooks: an analysis of gender bias and stereotypes in the english language textbooks of Cavite State University
DOI:
https://doi.org/10.48017/dj.v9i3.3117Keywords:
sexism, gender-bias, gender-stereotypes, English language textbooks, content analysis techniqueAbstract
Considering that gender bias and stereotypes are not only reflected in the behaviors and expectations of parents, teachers, and peers in society, but are also accentuated in language, literature, and fiction, this paper examines the long-standing problem of sexism in English language textbooks used in all educational levels at Cavite State University. The following categories of sexism were examined in this study using the content analysis technique: gender visibility, firstness, occupational-role representations, activities, and character traits. The findings revealed different gendered word counts, with males having a higher quantity. The findings also showed that every frequent category of sexism examined in every textbook is classified as sexist. All categories are dominated by males. Additionally, it was discovered that every textbook that was studied is sexist. The unawareness of writers about sexism and the statistics (such as population, education, employment, and economic relations) of men and women in the Philippines may be the causes of the aforementioned findings.
Metrics
References
Al Qaydi, A. (2015). Analysis of cycle 2 science textbooks representation of scientific literacy and reliability level. Unpublished master’s dissertation. Al Ain, UAE: College of Education, United Arab Emirates University.
Amini, M. & Birjandi, P. (2012). Gender bias in the Iranian high school EFL textbooks. English Language Teaching. Vol. 5, No. 2; February 2012.
Arıkan, A. (2005). Age, gender and social class in ELT coursebooks: A critical study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 29-38.
Ariyanto, S. (2018). A portrait of gender bias in the prescribed Indonesian ELT textbook for junior high school students. Sexuality and Culture. 22:1054-1076.doi:10.007/512119-018-9512-8
Asatoorian, E. Baringer, L.S.P., Campbell, K.L., Desai, S., Jie, J., & Kanthoul, L. (2011). Gender mainstreaming in education in Georgia: Analysis and recommendations. New York, School of International and Public Affairs, Columbia University.
Bahiyah, D. H., Hamid, M. A., Subakir, M., Yasin, K. A. B., Keong, Y. C., & Jaludin, A. (2008). Linguistic sexism and gender role stereotyping in Malaysian English language textbooks. Journal of Language Studies, 8(2), 45-78.
Beebe, J. D. (1996). Sexist language and teaching English as a foreign language. Gender Issues in Language Education. 100-113.
Benavot, A. & Jere, C. (2016). Gender bias is rife in textbooks. World Education Blog. Retrieved from: https://gemreportunesco.wordpress,com/2016/03/08/gender-bias-is-rife-in-text books/
Blumberg, R. L. (2007). Gender bias in textbooks: A hidden obstacle on the road to gender equality in education. United Nations Educational, Scientific and Cultural Organization. Retrieved from: https://unesco.org/ark:/48223/pf0000155509.
Calasanz, J. M. (2017, July 27). ‗DepEd should probably take a look at these textbooks‘. [Web log post] Retrieved from https://www.spot.ph/newsfeatures/the-latest-news- features/70919/ department-education-textbooks-a00171-20170727-lfrm
Cocking, R. R., Mestre, J. P., & Brown, A. L. (2000). New developments in the science of learning: Using research to help students learn science and mathematics. Journal of Applied Developmental Psychology, 21, 1–11.
Collado, R. J., Bernabe Datu-Ramos, Y. E., Espeleta, R. R., Romero, R., & Santos, R. C. (2024). Leadership style dynamics: Informing policy for optimal employee performance in diverse organizational setting. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.3016
Department of Education (2017). DepEd order no.32, s. 2017 – Gender responsive basic education policy. DepEd Complex, Meralco Avenue, Pasig City 1600.
Foroutan, Y. (2012). Gender representation in school textbooks in Iran: The place of languages. Current Sociology. Vol. 60, No. 6, pp.771-787.
Friedman, M., Hollander, J., & Komonibo, I. (2019, August 9). 18 ways women still aren't equal to men‘. [Web log post]. Retrieved from https://www.marieclaire.com/ politics/news/a15652/gender-inequality-stats/
Global Education Monitoring Report Team (2015). Education for All 2000-2015: Achievements and challenges - Second edition. United Nations Educational, Scientific and Cultural Organization. 7, Place de Fonteroy, 75352 Paris, 07 SP, France. ISBN: 978-92-3100085-0
Hart, A. (2018). Sexism ―related to the practice of law: The ABA model rule 8.4(g) controversy. Indiana Law Review. Vol. 51, pp. 525-555.
Islam, K.M.M. & Asadullah, M.N. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks. PLoS ONE, 13(1): e0190807. https://doi.org/10.1371/journal. pone.0190807.
Jones, K. & Clifton, J. (2017). Rendering sexism invisible in workplace narratives: A narrative analysis of female entrepreneurs‘ stories of not being talked to by men. Wiley- Gender Work Organ. 2018; 25:557–574. DOI: 10.1111/gwao.12216
Khandeparkar, K. & Motiani, G. M. (2017). It is a sexist world out there: A Qualitative research on sexism in Indian advertising. IMJ. Volume 9, Issue 1.
Kobia, J. M. (2009). Femininity and masculinity in English primary school textbooks in Kenya. The International Journal of Language Society and Culture, 28, 57–71.
Lee, J. F. K. & Collins, P. (2009). Australian English-language textbooks: The gender issues. Gender and Education. Vol. 21, No. 4, pp. 353-370.
Mills, S. & Mullany, L. (2011). Language, gender and feminism. London and New York: Routledge: Taylor and Francis Group.
Mustapha, S. (2012). Gender equality in and through education in Nigeria: Gender representation in learning materials. Sheffield, UK, Sheffield Hallam University.
Pineda, L. T. (2018). NEDA6: Educational materials and textbooks should be gender- sensitive. [Web log post]. Retrieved from https://google.com/amp/s/ pia.gov.ph/news/articles/1003710.amp
Porreca, K. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18, 705-24. http://dx.doi.org/10.2307/3586584
Renner, C.E. (1997). Women are “busy, tall, and beautiful”: Looking at sexism in EFL materials. Paper presented at the National Seminar “Mind the Language” (21st, Rome, Italy, November 15-16, 1996).
Ruddick, M. (2010). A gender analysis of an English language textbook used in senior high school in Japan. Niigata University of International and Information Studies Journal of Research. No. 13. April 2010.
Sakita, T.I. (1995). Sexism in Japanese English education: A survey of EFL texts. Women and Language. September 22, 1995.
Shah, S. F. (2012). Gender inclusion: A neglected aspect of the English textbooks in Pakistan. International Journal of Social Science and Education. Vol. 3, No. 1, pp.118-127.
Sunderland, J. (1994). Exploring gender: Questions and implications for English language education. London: Prentice Hall.
Sydney, G. V. M. (2004). Gender roles in textbooks as a function of hidden curriculum in Tanzania primary schools. Unpublished Ph.D. thesis, the University of South Africa.
Tarrayo, V. (2014). Gendered word (Or world): Sexism in Philippine preschool English language textbooks. i-manager’s Journal on English Language Teaching, Vol. 4. No. 2, April - June 2014.
Yasin, M.S.M., Hamid, B.A., Keong, Y.C., Othman, Z., Jaludin, A. (2012). Linguistic sexism in Qatari primary Mathematics textbooks. Journal of Language Studies. Volume 12 (1) Special Edition Section, January 2012.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ronlie RJ Espeleta, Cristina M Signo, Jocelyn B Siochi, Shiela L. Vidallon, Still John F Reyes, Maria Rizalyn C. Flores
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
